Europe and the Global South
Full course description
This course will introduce students to different theoretical perspectives on international development and EU’s role in it. Europe's position in a 21st century global order marked by increasing multipolarity and dramatic power shifts is the subject of much debate. In order to help us to understand the continent's current role in globalisation and development, it is important to critically examine the position that Europe has occupied in these processes in the past. The course places particular emphasis on the era since World War II, a period often referred to as the “Age of Development”; we also pay close attention to the views of those in the “Global South” towards whom Northern and European attempts at development and globalisation have been directed. This course thus provides an overview of the theories, histories and concepts that underpin European engagement with the developing world, thereby allowing students to creatively imagine the continent's place in a more equitable and inclusive global order. For the skills training, students engage in critical discourse analysis of EU policy documents.
- Understand the relations between Europe and developing countries, including development assistance provided by the EU and its member states, and form a judgment on scholarly arguments, including their implicit assumptions, in debates on the challenges to the European development agenda and the benefits of globalisation and development more broadly;
- Apply relevant conceptual and theoretical approaches from international political economy, globalisation and development studies, and the appropriate research methods to answer advanced academic questions on the relations between Europe and developing countries;
- Reach well-reasoned conclusions about the changing nature of relations between Europe and developing countries through integrating substantive knowledge, theories and methods, and making use of sources and data to build evidence-based arguments, while reflecting on the societal and ethical implications of those conclusions;
- Express ideas and research findings on Europe’s relations with developing countries to specialist European and international academic audiences in written academic English through the medium of an academic paper;
- Apply the methodology of discourse analysis to the EU’s major policy documents in order to understand where these fit into current debates on development in the context of the skills paper;
- Autonomously generate new ideas and research questions on relations between Europe and developing countries, make substantive choices when analysing these questions, while setting priorities and a workplan within the timeframe of the course;
- Participate in scholarly and policy debates on Europe and developing countries, within the international PBL classroom, as well as function in a group setting and work in an international professional environment.
Nederveen Pieterse, J. (2010). Development theory. London: Sage.
Young, A.R. & Peterson, J. (2013) ‘We care about you, but…’: the politics of EU trade policy and development. Cambridge Review of International Affairs, 26(3), pp. 497-518.
Gavas, M., & Maxwell, S. (2017). Walking on two legs: culture and calculus in European Union development cooperation. Development Policy Review, 35(4), 587-597.
Onar, N. F., & Nicolaïdis, K. (2013). The Decentring Agenda: Europe as a post-colonial power. Cooperation and Conflict, 48(2), 283-303.